Embracing the notion that everyone has experienced trauma during the pandemic leads to the acceptance that all schools require a trauma-informed education approach now and for the years to come. Jewish day schools must be equipped with the tools and resources to support the vast and pervasive emotional distress that has resulted from the range of trauma that our children and adolescents have experienced. Students need to be given a voice to express themselves, and to know that they will have someone who will deeply listen to and support them.

One of the most certain features of the COVID-19 period is the unprecedented level of uncertainty in our lives. Uncertainty is all around us, as the COVID-19 pandemic has heightened uncertainty over our physical and mental health, the economy, relationships, education, employment, and finances. As human beings, we crave a sense of security. We want to feel safe and maintain a sense of control over our lives. Uncertainty leaves us feeling diminished, stressed, anxious, and powerless.

In June of 2020, our high school Judaic team met to discuss programming for the coming year. We had just experienced a few months of Zoom-only classes and programming with mixed results. We needed to plan programming that would be COVID-safe in person yet also work on Zoom since we didn’t know what the year would look like.

As educators, we work hard to refine a sixth sense pertaining to our students’ well-being: we hear their words, listen to their manner of speech, and track their body language. When a student walks into class and has their hoodie up, or puts their head on their desk, a sensitive teacher sees distress and reaches out. When remote learning began, reading our students from a distance became more complex.

Passover 2021 was approaching, as was another round of virtual learning for Jewish day schools. Even North American day schools meeting in person were scheduling online classes for some pre- and post-Passover days as a safety measure, allowing teachers and families to be with extended family for the first time in a year. Charles E. Smith Jewish Day School in Rockville, MD, aimed to maximize the virtual learning time and created an “innovation minimester” for their middle school.

In the Spring of 2020, as the world reeled from the seismic shifts precipitated by the COVID-19 pandemic, Professor Ziva Hassenfeld initiated a teacher research project with her Brandeis University lab, SCRoLL, to study the pedagogy of early elementary education remote Tanakh instruction. Our research team set out to capture the unique pandemic era culture of textual interpretation that developed in our combined preK-1st grade classroom.

Nobel Prize winner Kazuo Ishiguro’s new novel Klara and the Sun describes a world where artificial friends are acquired as companions for children. Programmed to learn from interactions with people and the environment, Klara, the artificial friend who narrates the novel, has trouble picking up social cues from her companion’s mom.

The Mandel Teacher Educator Institute (MTEI) engages its participants in improving the quality of teaching and learning in Jewish spaces through an intensive 2-year cohort-based professional learning program and ongoing graduate learning. At the end of 2019, a small group of graduates and leadership began planning our biennial 2020 Graduate Conference, an opportunity to share successes and collaborate around challenges of leading professional development for Jewish educators.

The transition from in-person to online learning necessitated by COVID-19 had many implications, including detrimental effects on student mental health. Precisely at an age when social interaction is crucial for development, lockdowns separated students from their peers. This separation, in addition to academic concerns, generated stress and anxiety in children. During this challenging period of rapid change, teachers were expected to create stability and certainty both in their capacities as teachers in the virtual classroom and as caregivers for the students.